This study aims to explore self-efficacy, learning strategies, and learners’ performance; whether self-efficacy and learning strategies affect learners’ performance; and whether correlations among those variables exist in the Balinese EFL learner’s context. The in-depth interviews and quantitative analysis demonstrated the findings of the empirical study and the Balinese case study attempts to present these findings. First, the Balinese EFL learners are highly self-efficacious in their speaking and writing ability; however, there is discrepancy between self-efficacy and learners’ performance. With better job prospects, a sense of self-efficacy motivates learners to continue learning; however, it does not fully predict their performance. Second, the results reveal that there is no significant difference in the learning strategies used by the self-efficacious learners. Consequently, regardless of their self-efficacy and goal in learning, they use similar types of learning strategies without considering whether those strategies are suitable to support their learning development. Third, the learning strategies do not correlate with learners’ performance, signifying a lacuna that causes inhibition in language learning. The research on Balinese EFL learners illustrates that, self-efficacy must be treated carefully because it may cause a discrepancy that could hinder the learners’ performance.